Academic Librarian Research: An Update to a Survey of Attitudes, Involvement, and Perceived Capabilities Kristine R. Brancolini Marie R. Kennedy Loyola Marymount University Library QQML, May 26, 2016, London

Outline Brief description of 2010 Survey 2010 Survey and the Institute for Research Design in Librarianship (IRDL) 2015 survey Comparison of 2010 and 2015 results ◦ Reading and conducting research ◦ Methods training Preliminary statistical analysis of 2015 results Discussion Next steps

Definition of Research The process of arriving at dependable solutions to problems/questions/hypotheses through the planned and systematic collection, analysis, and interpretation of data; it may be applied or theoretical in nature and use quantitative or qualitative methods. (Powell, Baker, & Mika, 2002)

Understanding Academic Librarian- Researchers Survey Problem statement: How to increase the quantity and improve the quality of research conducted and disseminated by academic librarians. In December 2010 surveyed academic librarians about their research 912 librarians began survey; 809 completed it. Used all results. Kennedy & Brancolini (2012)

Four Areas of Interest Research experience and practices (reading, conducting research); Confidence in completing the steps in a social science research project; Any methods training completed; and Access to institutional support for conducting research Goal: Identify success factors and barriers for academic librarian-researchers.

Institute for Research Design in Librarianship (IRDL) – Goal: Increase the number of academic librarians with specific research skills in conducting and disseminating the results of research Objectives: ◦ Host a nine-day research workshop in the summer ◦ Research curriculum and one-on-one consultation ◦ Supplement with pre-workshop activities and ongoing moral and mentoring support for the year Outcome: Complete a research project during the academic year following the summer workshop.

Academic Librarian-Researchers Survey Resurveyed using a new cohort, with the same procedures, and the same instrument, with some modifications: ◦ 38-item confidence scale (expanded from 10 items) ◦ New questions about research methods and statistics training ◦ Added two choices regarding institutional support related to mentoring Desire to contribute to a model of research productivity (Hoffman, Berg, & Koufogiannakis, 2014)

Survey Results 793 respondents began the survey; 669 completed it Used all available data to compare responses from 2010 to 2015 No attempt to generalize to the population of academic librarians No statistical comparison of two cohorts Statistical analyses focused on differences within the 2015 sample, for the purpose of identifying significant predictors of research success.

Reading and Conducting Research [1/2] QuestionCount% of total responses Count% of total responses Is it assumed that you will read research literature as part of your job? (Yes) (N=906) (N=767) Are you allowed time on the job for reading research? (Yes) (N=906) (N=767) Do you regularly read the full content of research articles? (Yes) (N=906) (N=767)

Reading and Conducting Research [2/2] QuestionCount% of total responses Count% of total responses If you do not regularly read research-based articles, why not? time, /555 responses time, /469 responses Conducted research since you completed your LIS master's degree? (Yes) (N=858) (N=721) Disseminated the results of your research to an external audience? (Yes) (N=526) (N=550)

Methods Training [1/3] QuestionCount (Response = Yes) % Yes responses Count (Response = Yes) % Yes responses LIS master's degree adequately prepared you to read and understand research-based literature? (N=815) (N=659) LIS master's degree adequately prepared you to conduct original research? (N=815) (N=659) Did you write a thesis in completing your LIS degree? question not asked in (N=659)

Methods Training [2/3] QuestionCount (Response = Yes) % Yes responses Did you write a thesis in completing another master's degree? question not asked in (N=659) Have you taken at least one course in statistical analysis? question not asked in (N=659) When did you take your course(s) in statistical analysis? question not asked in as part of undergraduate coursework 34 (N=468)

Methods Training [3/3] QuestionCount (Responses = Yes) % of Yes responses When did you take your course(s) in statistical analysis? 136 as part of LIS master’s program 29 (N=468) 117 as part of non-LIS degree master’s degree program 25 (N=468) 54 answered Other 17 (N=468)

Preliminary Statistical Analysis Logistic regression analysis used to test the predictive value of independent variables on the desired outcome, research success. Two dependent variables: ◦ Conducted research since completing LIS master’s degree ◦ Published in a peer-reviewed journal since completing LIS master’s degree Independent variables were 1) research confidence, 2) LIS master’s thesis, 3) other master’s thesis, 4) statistics course(s), 5) institutional support for research

Results of Regression Analysis Tested three models, two using “conducted research” as the DV and one using “published in a peer reviewed journal.” All three models had a satisfactory model fit (p <.005). Research confidence and institutional support are the best predictors of research success – conducting research and publishing in a peer- reviewed journal The other factors are not determinants of research success

Model 3: Peer-reviewed Journal Variable β Sig. Research Confidence.99p <.001 Institutional Research Support.53p <.001 LIS Thesis-.32 Other master’s thesis.22 Statistics course(s)-.36p <.05 Out of 553 respondents who had conducted research, 329 had published in a peer-reviewed journal.

Discussion [1/2] Reading Research ◦ Librarians are reading research but time continues to be a barrier ◦ Largest observed change from 2010 to 2015 was with regard to reading the full content of research articles, from 78% in 2010 to 58% in This finding deserves further exploration. Why? Possible consequences?

Discussion [2/2] LIS preparation for research ◦ Decrease in the belief that the respondents’ LIS master’s program prepared them to conduct research, from 26% in 2010 to 17% in survey reconfirms the association between research confidence and research success. New evidence that institutional support is also a significant success factor.

Next Steps Complete more detailed analysis of the data Examine the factors that make up “institutional support” more carefully Continue to focus on increasing research confidence  increase research success o Factor analysis of 38-item confidence scale

References Hoffman, K., Berg, S. A., & Koufogiannakis, D. (2014). Examining success: Identifying factors that contribute to research productivity across librarianship and other disciplines. Library & Information Research 38(119): Kennedy, M. R. & Brancolini, K. R. (2012). Academic librarian research: A survey of attitudes, involvement, and perceived capabilities. College & Research Libraries 73(5): Powell, R. R., Baker, L. M., & Mika, J. J. (2002). Library and information science practitioners and research. Library & Information Science Research 24:

Comments/Questions? For additional information about IRDL: Contact us: Kristine Brancolini Marie Kennedy Our thanks to Michelle Castellanos, Loyola Marymount University, Office of Institutional Research, for her assistance with statistical analysis.